District Office  ☎  320-982-7210   ✉  david.wedin@milaca.k12.mn.us
Elementary  ☎  320-982-7194   ✉  heather.hoeck@milaca.k12.mn.us
High School  ☎  320-982-7374   ✉  tonya.kline@milaca.k12..mn.us
Letter Sound Correspondence
Goal:  To increase fluent identification of letter sounds


Objective:  To increase fluent identification of letter sounds for student who:

Have not yet mastered all letter sounds
Know letter sounds, but do not identify them with high rates of automaticity


Materials:  Five flashcards with one letter each on them.  Three of these cards should have letters that the student has previously mastered, and the other two are new or unmastered letter sounds.



Teacher:  “Today you’re going to practice saying the sounds for some letters.  When I point to the left of a letter, figure out the sounds in your head.  When I touch under the letter, say the sound as long as I continue to touch under the letter.”


Teacher:  “I’ll model for you how to say the sound of the first two letters when I touch under them.  My turn.”  Teacher models for the students, using the signaling procedure described above. 


Teacher:  Each time I touch under a letter, you say the sound it makes.  Your turn.”  Teacher practices with the student, going through the five cards repeatedly until the student consistently responds correctly and immediately to all cards.  Teacher maintains a brisk pace, with little pause between cards. 



Error Correction:

Any time a student responds incorrectly to a letter sound, the teacher immediately says, “my turn,” demonstrates the correct response, then says, “your turn,” has the student respond to the same card, backs up two letters and continues forward so that the letter sound identified incorrectly comes back up again.



What If I Don’t See Progress: 

  • Reduce the number of unknown letter cards to one
  • Model the unknown card several times before asking the student to identify it
  • Be certain that the error correction procedures being delivered correctly